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  3. When school starts each year, the most important question on the minds of parents and children is, Who will be my teacher? The c

When school starts each year, the most important question on the minds of parents and children is, Who will be my teacher? The c

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问题     When school starts each year, the most important question on the minds of parents and children is, Who will be my teacher? The concern is well founded. Researchers have discovered that school’s deepest influence on learning depends on the quality of the teacher. Students lucky enough to have teachers who know their content and how to teach it well achieve more. And the effects of a very good(or very poor) teacher last beyond a single year, influencing a student’s learning for years. Put simply, expert teachers are the most fundamental resource for improving education.
    This lesson has been well learned by societies that top international rankings in education. The highest-achieving countries—Finland, Sweden, Ireland, the Netherlands, Hong Kong, Singapore, South Korea, Japan, Australia, New Zealand and Canada—have been pouring resources into teacher training and support. These countries routinely prepare their teachers more extensively, pay them well in relation to competing occupations and give them lots of time for professional learning. They also provide well-trained teachers for all students—rather than allowing some to be taught by untrained novices—by offering equitable salaries and adding incentives for harder-to-staff locations.
    All teacher candidates in Finland, Sweden, Norway and the Netherlands, for example, receive two to three years of graduate-level preparation for teaching, at government expense, plus a living stipend. Unlike the U. S. , where teachers either go into debt to prepare for a profession that will pay them poorly or enter with little or no training, these countries made the decision to invest in a uniformly well-prepared teaching force by recruiting top candidates and paying them while they receive extensive training. With its steep climb in the international rankings, Finland has been a poster child for school improvement. Teachers learn how to create programs that engage students in research and inquiry on a regular basis. There, training focuses on how to teach students who learn in different ways—including those with special needs. The Finns reason that if teachers learn to help students who struggle, they will be able to teach their students more effectively.
    Singapore, top-ranked in math by the Trends in International Mathematics and Science Study, treats teaching similarly. When I visited Singapore’s National Institute of Education, the nation’s only teacher-training institution, nearly all the people I spoke with described how they were investing in teachers’ abilities to teach a curriculum focused on critical thinking and inquiry—skills needed in a high-tech economy. To get the best teachers, the institute recruits students from the top third of each graduating high school class into a fully paid four-year teacher-education program(or, if they enter later, a one-to-two-year graduate program) and puts them on the government’s payroll. When they enter the profession, teachers’ salaries are higher than those of beginning doctors.
    Expert teachers are given time to serve as mentors to help beginners learn their craft. The government pays for 100 hours of professional development each year for all teachers. In addition, they have 20 hours a week to work with other teachers and visit one another’s classrooms. And teachers continue to advance throughout their career. With aid from the government, teachers in Singapore can pursue three separate career ladders, which help them become curriculum specialists, mentors for other teachers or school principals. These opportunities bring recognition, extra compensation and new challenges that keep teaching exciting and allow teachers to share their expertise.
    Most U. S. teachers, on the other hand, have no time to work with colleagues during the school day. They plan by themselves and get a few hit-and-run workshops after school, with little opportunity to share knowledge or improve their practice. In a study of mathematics teaching and learning in Japan, Taiwan and the U. S. , James Stigler and Harold Stevenson noted that "Asian class lessons are so well crafted(because) there is a very systematic effort to pass on the accumulated wisdom of teaching practice to each new generation of teachers and to keep perfecting that practice by providing teachers the opportunities to continually learn from each other. "
    With these kinds of investments, it is possible to ensure that every teacher has access to the knowledge he or she needs to teach effectively and that every child has access to competent teachers. Such a goal is critical for the U. S. if it is indeed to leave no child behind.
It can be learned from Paragraph Six that American teachers______.
选项 A、are not well-trained and qualified
B、value individual competence more than team work
C、do not have chances to learn from each other
D、have a heavier workload compared with their counterparts in Asia
答案C
解析 细节题。第六段第一句说在校期间，美国教师之间没有多少合作和互相学习的时间，因此[C]为答案。但这并不能说明美国教师只重视个人能力，不重视团队合作，他们只是没有这样的时间而已，故排除[B]；第六段中没有涉及老师的职业培训问题，因此不能说美国教师不合格，故排除[A]；第六段中也没有说，与亚洲的教师比起来，美国教师的工作负担太重，故排除[D]。
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